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843-AI-XII
843-AI-XII
In this course, the students will develop knowledge, skills and values to understand AI and its
implications for our society and the world and to use AI to solve authentic problems, now and in
the future. The students will engage with a host of multi-media online resources, as well as
hands-on activities and sequence of learning experiences.
1. Develop informed citizens with an understanding of AI and the skills to think critically
andknowledgeably about the implications of AI for society and the world
2. Develop engaged citizens with a rigorous understanding of how AI can be
harnessed toimprove life and the world we live in
3. Stimulate interest and prepare students for further study to take up careers as AI
scientistsand developers to solve complex real world problems
SCHEME OF UNITS
This course is a planned sequence of instructions consisting of units meant for developing
employability and vocational competencies of students opting for skill subject along with other
education subjects. The unit-wise distribution of hours and marks for class XI & XII is as
follows:
Employability Skills
PART – A
Total 80 40
Total 30 50
AI Innovate - (Level 3)
Unit 1: • Understanding the problem 10 hours
Capstone • Decomposing the problem through DT framework to
Project • Analytic Approach complete
• Data Requirements basic
• Data Collection levels.
• Modelling approach
• How to validate model quality
➢ By test-train split
➢ Introduce concept of cross validation
• Metrics of model quality by simple Maths and
examples from small datasets – scaled up to capstone
project (Apply)
➢ RMSE- Root Mean Squared Error
➢ MSE – Mean Squared Error
➢ MAPE – Mean Absolute Percent Error
• Introduction to commonly used algorithms and
the science behind them
• Showcase through a compelling story
The list given below is suggestive and an exhaustive list should be compiled by the teacher(s)
teaching the subject. Only basic tools, equipment and accessories should be procured by the
Institution so that the routine tasks can be performed by the students regularly for practice and
acquiring adequate practical experience.
• Desktop Computer/ Laptop / Tablet
• Web cam (in case of desktop)
• Scanner
• Projector & Screen
• Printer
• Software: Microsoft Office Applications, Anaconda Navigator, Web Browser
(preferably Google Chrome and/or Mozilla Firefox)
• Hub/switch
• Internet
CAREER OPPORTUNITIES:
• Data Scientist
• Data Architect
• ML Engineer
• Data Analyst
• Game Programmer
• Business Intelligence Developer
• Software Engineer – AI
• AI Research Scientist
2. Printer – (Color/Black) 01
3. Graphic Card: Integrated graphics
4. Online UPS 5 KVA 01
5. 16 Port Switches 01
6. Air Conditioner 1.5 ton 02
7. Telephone line (For Internet) 01
8. Fire extinguisher 01
B SOFTWARE
1. Operating System Linux and Windows
2. Anti-Virus Latest version
3. Productivity Suite, Example – Microsoft Office
Teachers/Trainers form the backbone of Skill (Vocational) Education being imparted as an integral
part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in teaching of Skill
(vocational) subjects and also serve as a link between the industry and the schools for arranging
industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging quality
Teachers/Trainers in the schools. Various parameters that need to be looked into while engaging the
Vocational Teachers/Trainers are mode and procedure of selection of Teachers/ Trainers,
Educational Qualifications, Industry Experience, and Certification/ Accreditation.
The State may engage Teachers/Trainers in schools approved under the component of scheme of
Vocationalisation of Secondary and Higher Secondary Education under RMSA in following ways:
(i) Directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education (PSSCIVE), NCERT or the respective Sector Skill
Council (SSC).
OR
The National Quality Assurance Framework (NQAF) provides the benchmarks or quality criteriawhich
the different organizations involved in education and training must meet in order to be accredited by
competent bodies to provide government- funded education and training/skills activities. This is
applicable to all organizations offering NSQF-compliant qualifications.
The educational qualifications required for being a Teacher/Trainer for a particular job role are clearly
mentioned in the curriculum for the particular NSQF compliant job role. The State should ensure that
teachers/ trainers deployed in the schools have relevant technical competencies for the NSQF
qualification being delivered. Teachers/Trainers preferably should be certified by the concerned
Sector Skill Council for the particular Qualification Pack/Job role which he will be teaching. Copies of
relevant certificates and/or record of experience of the teacher/trainer in the industry should be kept
as record.
To ensure the quality of the Teachers/Trainers, the State should ensure that a standardized procedure
for selection of (Vocational) Teachers/Trainers is followed. The selection procedure should consist of
the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel of
experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory.
In case of appointment through VTPs, the selection may be done based on the above procedure by a
committee having representatives of both the State Government and the VTP. The State should
ensure that the Teachers/ Trainers who are recruited should undergo induction training of 20 days for
understanding the scheme, NSQF framework and Vocational Pedagogy before being deployed in the
schools. The State should ensure that the existing trainers undergo in-service training of 5 days every
year to make them aware of the relevant and new techniques/approaches in their sector and
understand the latest trends and policy reforms in vocational education. The Head Master/Principal of
the school where the scheme is being implemented should facilitate and ensure that the (Vocational)
Teachers/Trainers:
• Prepare session plans and deliver sessions which have a clear and relevant purpose and which
engage the students;
• Deliver education and training activities to students, based on the curriculum to achieve the
learning outcomes;
• Make effective use of learning aids and ICT tools during the classroom sessions;
• Engage students in learning activities, which include a mix of different methodologies, such as
project-based work, team work, practical and simulation-based learning experiences;
• Work with the institution’s management to organise skill demonstrations, site visits, on job
trainings, and presentations for students in cooperation with industry, enterprises and other
workplaces;
• Identify the weaknesses of students and assist them in up-gradation of competency;
• Cater to different learning styles and level of ability of students;
• Assess the learning needs and abilities, when working with students with different abilities
• Identify any additional support the student may need and help to make special arrangements for
that support;
• Provide placement assistance